EFFECTS OF FAMILY BACKGROUND ON THE GIRL CHILD EDUCATION AS EXPRESSING BY PRIMARY SCHOOL IN MORO LOCAL GOVERNMENT KWARA STATE

BY 

ABDULYEKEEN SAIDAT OLUWAKEMI
KWCOED/IL/22/0821

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF PRIMARY EDUCATION DEPARTMENT (P.E.D) KWARA STATE COLLEGE OF EDUCATION ILORIN, KWARA STATE, NIGERIA 

IN PARTIAL FULFILLMENT OF THE EQUIPMENT FOR THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION N.C.E. (PRIMARY EDUCATION DEPARTMENT)

AUGUST 2025

CERTIFICATION 
This research project has been read and approved as meeting the requirement of the department of Primary Education Studies  Kwara State College of Education Ilorin for the award of Nigeria Certificate in education (NCE).

Mr. Agbaoja A.S			_______________		____________ 
Project Supervisor	 		Signature 			Date

Mr. Garuba A.G			______________		____________ 
Head of Department  		Signature 			Date

__________________		_______________		____________ 
Project coordinator 				Signature 			Date

DEDICATION
This project is dedicated to God Almighty the alpha and omega, the giver of knowledge, wisdom and understanding from his infinity mercy during my programme days.

ACKNOWLEDGEMENT
All praise and glorification belongs to supreme being the lord of creatures may peace and blessing be upon him, for him who spare my life and give me the grace to make it successful out my three years programme, though the road was rough but the destination is finally reach by his grace.
My gratitude goes to my supervisor in person of Mr Agbaoja A.S for his complete assistance given to me during the writing of this project may the blessing and the mercy of Almighty God continue to be with him (Amen).
I also extend my greeting to my lovely parent in person of Mr & Mrs Abdulyekeen for their immense contribution towards the completion of my program. I pray that you shall reap the fruit of your labour (Amen)
My sincere gratitude goes to my able dynamic H.O.D of primary education studies (PM) in person of Mr Garuba A.G, and to the lecturers in department of primary education (PM) may God Almighty continue to bless them all abundantly.

ABSTRACT
This study aims at examining the influence of family Background on the Girl Child Education as expresses by Primary School in MORO Local Government Kwara State, The study is divided in five chapter the first chapter shall comprise introduction background to the study. Significance of the study, purpose of study, scope and limitation of the study, the research question and definition of key term, while second chapter shall address the review of various literature and submission of scholars published in text books, journals, magazine news paper and others Chapter three will focus on research methodology. Method of the study. Type of data required and their measurement questionnaire design and administration, sample and sampling technique, while chapter four shall concentrate on data analysis and discussion of finding and research questions. The last chapter (chapter five) shall focus summary, recommendation and conclusion.

TABLE OF CONTENTS
Title page									i
Approval page 								ii
Dedication 								iii
Acknowledgement							iv
Abstract									vii
Table of Contents 							ix
CHAPTER ONE: INTRODUCTION 
1.1	Background of the Study					1
1.2	Statement of the problem 					5
1.3	Purpose of the study 					6
1.4	Research Question 						7
1.5	Significant of the study					8
1.6	Limitation of the study 					9
1.7	Definition of terms						10
CHAPTER TWO: LITERATURE OF RELATED REVIEW
Theoretical Frame work						12
Empirical Background Home Background and
Education 								14
Appraisal of Literature 						24
CHAPTER THREE: RESEARCH 
3.1	Research Design 						33
3.2	Population of the study 					34
3.3	Sample and Sampling Techniques			34
3.4	Instrument of the study					35 
3.5	Validity of the instrument					36
3.6	Reliability of the instrument 				37
CHAPTER FOUR 
DATA ANALYSIS AND INTERPRETATION 
4.1	Data Analysis 							38
4.2	Result and Discussion 					47

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1	Summary 								50
5.2	Conclusion							51 
5.3	Recommendations						52
References							
Questionnaire 

CHAPTER ONE
INTRODUCTION 
Background of the study 
Over the years, there have been much concern from various quarters namely, parent,  teachers, psychologists, guidance, counselors, administrations and renowned scholars about the falling standard of education in Nigeria primary schools. Many researches have been conducted in the country especially in the secondary school of learning to find out the influence of home background on the academic performance of the pupils. The finds of the research so far conducted had shown that academic performance of the pupils. The finds of the research so far conducted had shown that academic performance is not unrelated to the socio-economic status of pupils parent. In other words environmental influence cannot be divorced from the factors which influence aspirations and performance. 
Other researchers opinion that neither environment nor heredity alone can produce an intelligent human being together they ca what constitute the home, environment are the significant others in the life of a child. These include, the father mother and other siblings the properties in the home that are educative and the encouragement and motivation provided. 
According to Yoloje (1997) child rearing techniques is the home have or exert significant influence on the child’s education, not only in providing support for that goes on in formal school but also out side of it. In other words, the home of the child is sine qua non in determining his academic performance at school. 
The question is what is responsible for this fall in the standard of education many people parents teacher, government to mention but a few come up with one reason or another one has accused another of being responsible in one way or the other for his falling standard of education. Although, the performance has been generally low, it is evident that some of the children still performed well despite that they were exposed to the same teaching conditions. It is against this background that attempt is being made in this study to examine the influence of home background on the academic performance of primary school pupils with special focus on the parents, social status parent’s level of education and parent’s occupation. 
Statement of the problem 
Generally, it has been observed that the academic performance children is low. However, some children /Pupils have been found to perform better than the others. In other words there is significant difference in the academic of the pupils. Different reasons have been adduced for this by different scholars. There range from parent social status, level of education of parents environmental influence to the legal and political factors in the society. In this study, we are particularly interested in the influence of family background on the academic performance of the pupils. 
Purpose of the study 
Despite the common intellectual environment in which they find themselves, many factors could be imputed to the varying academic performance of children in the pupils schools. One of these factors which is the home environment is the concern of this study. However, this study will only examine critically the influence of parents social status parent level of education and parents’  occupation on academic performance of primary school pupils in Ilorin MORO local government Area of Kwara State. 
Research Questions 
This study looks at the possible answers to the  following questions:
1)	Does potential social status enhance pupils academic performance in primary schools? 
2)	Does potential level of education have any influence on pupils academic performance in primary school? 
3)	Of what importance is the parent occupation  to pupils performance?
Research Hypothesis
In order to investigate of influence of home background on pupils academic performance, the following research hypothesis will be tested I-H.
Ho1:	There is no significant relationship between academic  performance of pupils and parental social status. 
Ho2: 	There is no significant relationship between academic performance of pupils and parental level of education. 
Ho3:	There is no significant relationship between academic performance of pupils and parental occupation. 

Scope of the study 
This study will be limited to primary school in Ilorin MORO local Government  area of Kwara State. The researchers will focus attention on ten primary schools in the town. However, out of the many variables that influence pupils academic performance shall be examined in this study. 
Clarification of terms and variables home background
In the study home background refers to the parental social status level of parental education and parental occupation of a particular female child.

Academic performance 
The measure of academic performance in this study is the English language and mathematics in two recent examination students shall be classified into these percentage. 
(a)	Scores above 60%				Excellent 
(b)	Scores ranging from 50% - 59%		Good
(c)	Scores ranging from 40% - 49%		Average 
(d)	Scores below 40%				Poor 
However, pupils who scores 40% up ward are rated high academically while students with scores below 40% are rated low academically. 
Significance of the study
This study provides teacher with some insight into the dynamics of social status or class. The study may help teachers to understand in more precise and operational terms, the educational partnership between home background of pupils and academic performance. 
Besides, it is hoped that this study shall enable teachers ton adopt the responsibility for manipulating such class characteristics as parental expectation for the education of their children, the language environment of the home, the use of books by the family and productive uses of leisure periods. 
This study is important for the educationalist counselors because often encounter problems originating from home. The findings of this study hopefully would assist parents and teachers to determine the type of organizational structures that may be beneficial to the pupils. 
Methodology of study 
This study relies on the use of primary data collected using questionnaires administered directly to the respondents. Also, in analyzing the data, simple statistical method were used. The simple percentage method was used to test the hypothesis of the study. 
Organization of the study 
This project is divided into five chapters . chapter one deals with the background, purpose, relevance and basic terms used in the study. Chapter two presents the relevant literature review on the subject matter. In chapter three collection and data analyses were presented. Chapter four presents data analysis and test of hypothesis while chapter five contains summary of findings, recommendations and the conclusion emerging from the study.                       

CHAPTER TWO
REVIEW OF RELATED LITERATURE
Theoretical Background 
Home Background: The home background of pupils are derived from the socio-economic status of their parents the socio-economic status on the other hand has been defined in different ways by eminent scholars. These scholars have seen the term socio economic status as assuming the concepts of social stratification or social class.
Megee (2003) defined social stratification as “ranked grouping based on distribution in economic position prestige and power” economic position in this sense refers to property acquisition and income. Prestige is the status or social honour given to the highly admired and respected person for valuable reasons. 
Scholars approach the term socio-economic status from different points of view. Kerlinger (1990) view as “concepts of social class. He goes further to defined social class as “two or more orders of people who are believed to be and are accordingly ranked by the members of the community in socially superior and inferior positions”. He explains further that social class or status can be defined more objectively if indicas such as occupation income and education or their combinations are employed. However, from all indications one cannot easily determine individual or family social class. But then it is a general belief that class structures “individual in any society seek an identify with the class structure”. He goes further to explain that class is being associated with standards and modes of behaviour as well as patterns of expenditure and assumption. 
Startling (1978) also defines social class as a “level in society made up of people who consider themselves equal due to similarities in family background level of education, race and attitude to social issues”. Besides wolf (1989) stresses that level of education is the best indicator. 
Classification of socio-economic status (ES) many scholars have attempted to classify socio-economic status into different categories for instance Palvoko and Bishop (1986) classified it into high and low groups. According to these scholars, those in low socio-economic status include manual workers like craftsmen, farmers services workers and laboures. In the study of Palvoko and Bishop, fathers education was used in the absence of occupation in the determination of the home background of the subjects used. Their decision to do so was based on the assumption that education, this assumption is not highly related. However, this assumption is not applicable to the Nigeria situation because education and occupation could not be said to be related in all spheres of Nigerian life. 
Ipaye (1996), in his bid to obtained background information of some school children, constructed a socio-economic status scale. The indice used in the classification of the socio-economic background were parents, occupation, their education level, residence, ownership of motor vehicles and luxuries at home. 
Onyetenu (1995) attempts to classify social status in Nigeria into categories using the common indices of level of education, income and occupation. According to her. “education is a powerful tools of socio-economic mobility in Nigeria l” she goes further to explain that political situation in the country has created wealthy elites who, even  though receives no formal education, are able to gain assess to the material benefits of education. She named some of them like the contractors and ex-politicians she says that these set of people belong to high socio-economic status, include professional like doctors, lawyers, engineers, company executives lectures civil servants, businessmen and women, accountants, pharmacists, bankers architects and military officers. Here low economic group include laboures with no formal education, but this classification has been found invalid. This is because it is possible for a carpenter or a tailor with little or no education but through his own hand work to earn substantial income thus, placing him in high social class or status.
At this juncture, it is pertinent to look briefly at wealth distribution in Nigeria and see how it related to socio-economic status. In the first instance, Nigeria seems to be materials or wealth conscious and personal interest seem to override other interests. As a result most Nigerians exploit all available means to get rich, for example different roles in society offer different possibilities for earning incomes and accumulating capital wealth. In Nigeria, some of the high prestige roles include religious activities, engaging in big time business, political activities to positions in civil services and so on. Those who can not find themselves in any of the above roles and yet wanted to accumulate wealth, engage in low prestige roles like robbery (through arms and biro) arson, burglary and the like with all these activities, one could still note that the gap between the rich and the poor cannot `be closed it continues to feature persistently. But what is noted is that the accumulating of wealth whether earned or inherited has considerable social and economic consequence in partial independence of the other dimension of social stratification, for example, educational opportunities may influenced relative income and wealth of every individual in this case, the distribution of wealth has affected. Hence, it can be concluded that the style of life, as reflected by the roles one plays in the society, the home in which one likes. The living room equipment, possession of motorcars and other. Visible aspects of social status, may seen to array the population in layers and even attempts to segregate it into distinct classes. 
In any case, what is noted is a high degree of mobility between different status. This confirms the theory of social stratification which states that: there is no sharp dividing line between social classes. Difference in power, prestige  and status are as numerous and so wide spread that are very difficult to be graded from the lowers to the highest. 
Besides the classification of socio-economic differs from place to place depending on the indices commonly used to classify it. In Nigeria, for example, income is what is being used to classify different homes into different social status. Though education and political power are also used, materials wealth overshadows other indices. Thus, one can find a wealth Nigerian business man who is “timber magnate” with much money but with little or no school education in the high socio –economic class, while a young and fresh graduate in the civil service is in the middle class. In the united states of America), income to a reasonable extent determine the social class of report that the social class of individual. The Guardian Newspaper  of August  5, 1984 reports that the poverty line is defined as an income of 10, 178 dollars per annum for a family of four in America. This report tries to explain that any American citizen earning less than ten thousand dollars per annum is poor and naturally belongs to the low social economic background. 
From all the classification made by different researchers so far it is clear that their classification are based on high middle and low classes. Though they employed varied indices, it should be noted that a classification into high, middle and low socio-economic status is not all that applicable to the Nigeria situation. This is because Ezewu as cited by Babarinde (1996) has identified two main sociological settings according to Ezewu are the rural and the urban setting. He believe that these two settings have been influencing the Nigerian social status and majority of the researchers have not turned their attention to the two settings. Hence, their researcher have been rendered invalid. In each of these two settings there are three categories Oyelaye (1988) quoted these categories as shown in Babarinde (1995) as 
Rural setting 
(a)	Rural well-to-do families 
(b)	Rural professional families 
(c)	Rural poor families
Urban setting 
a)	Urban well –to-do families 
b)	Urban professional families 
c)	Urban poor families 
Rural well-to-do families    
This group consists of farmer teachers business and women who lives in the rural area. They move within rural and urban centre though people in this type of homes lives in rural areas, their life style is greatly influenced by rural life style. Their style of production and consumption is dictated by urban trends. 
Rural professional families 
Members of this group are made up of civil servants, such as teachers nurses, medical doctors, agricultural personnel working in farm settlements and other professional whose duty and nature of job are connected with the rural areas their income ranges from low to high but it is very stable. 
Rural poor families 
There are poor farmers unskilled and those that may be referred to as rural parasites. They have a very low and unstable income. 

Urban well-to-do families 
In this group we have business men and women, traders, contractors and so on many members of this group control a number of private industries and business organization their standard of living is very high due to their high level income. 
Urban professional families 
Members of this categories are civil servants as well as non-civil servants such as teachers, nurses, doctor, banker, military personnel technicians clerks and so on. They work in both private and public sectors. 
Urban poor families 
Those that fall into these group include workers such as labourers gardeners store keepers and cleaners who are employed in the public sector. This group also has petty-trader as members one might also be tempted to categories the employed or job seekers in this group because they have no means of income and there is the possibility that most of them live their parents or relatives and friends who only help to provide them will be employed. 
Oyeleye (2001) observe that the classification of Nigeria people into the above categories seems that most appropriate at least for now because it indicates social mobility and given a status in the classification. 

Empirical background home background and education 
Various scholars have carried out studies to find the relationship between home background and various aspects of education for instance in the study carried out by Hawkes and first (1991), it was discovered that the sub-urban school children and the inner city school girl children of the USA worried about how they performed in their school work. The findings shows that the inner city school girl children worried more. Their degree of anxiety is partly derived from their home background. The result of the study showed that there were different racial background. The responses of black girl children to the question of the researchers reflected the harshly realities of the world of the inner city children compared with the realities of their middle classmates. This show that home background of child can lead to some degree of anxiety and this in turn influence the academic performance of the girl child in school. 
Forsyth and mercer (1990) also conducted a study on the extent to which background influence the performance of large sample of  pupils at one of the oldest British Universities the university of Aberden over the period between 1960 and 1987. in the content of this investigation, the question was whether Aberden had at any time, special characteristics influencing the relative performance of graduate with different home background. The result of the study confirmed the view that lower home background tends to be associated with poor performance at the university level. The study confirmed the view that the influences of home background which is always attributed to the Nursery and primary level of education can skill be felt at the university. The study goes on to show the nation at that time Britain that the quality of education at the primary school level is positively related to income and the important of class bias for the observed systematic difference. 
In another research carried out by Wests and Wathy (1990) on the likelihood of education females of equal academic ability and from higher socio-economic background taking up training in the traditional female child fields, and education females with lower, socio-economic associating with choice of traditional female occupation of teachers, nurses, and social workers. The findings show that the education females were more likely to desire tramng in traditional female child the higher their socio-economic background, so social economic background has again exercised an influence on the choice of carries between the education and their female counterparts. This implies that home background exerts powerful on the choice of carrier of individuals. 
Musgrave (1987) said that high income enables parents to give the girl chidden the advantages that money can buy. Here again is an evidence that home background has influences on the academic performance of pupils. Uka as cited that Onyetenu (1995) in his analysis of the Nigeria society, said of the low background that “in general there are few books in most homes and these often belong to the girl children attending school. In other words. There are no libraries. As parents are either illiterates or have no formal schooling, they do not provide their children with a home atmosphere conducive to the formation of good study habits the incentives to the formation of which is absolutely lacking of the middle class, he said “parents not only motivation children of learn but also provide incentive to learn” He concluded this study by saying that “children from impoverished homes showed power performance than those higher socio-economic families where the children were provided with adequate educational toys,  books and better sleeping and feeding facilities. These various studies on the relationship between home background of pupils has a lotto to do with their educational career and performance. It is opposite to mention that with the result of these studies the social status of the parents is still affecting the educational life of Nigerian pupils. Hence, further researchers and studies should not be seem as an over concentration of priority. 
Much still have to be done in the sphere of home background of individual pupils in our bid to enhance their educational performance. 

Empirical Background Academic Performance and Home Background 
Bloom (1976) as part of his investigation into the influence of socio-economic class on academic achievement, a analyzed the scores of primary school pupils in 1,506 high school on east of general education development. 
The school were selected at random, stratified by state and by school size from all primary schools in the united states. His findings suggests that there is a sort of connection between socio-economic status and pupils academic performance. 
Jackson and Marden (1984) in their study of education and working class, conducted their research on eight-eight working class primary school pupils in Huder field and found a conflict between the different value of home and school. They concluded that pupils academic achievement at school was seriously affected by such thing as lack of homework facilities and their parents failure to understand its importance. 
French (1989) in the other hand disagreed that there is a close connection between the socio-economic status and pupils academic achievement in his research covering 2,000 children in 41 schools he found that unexpectedly father occupation and education showed little no relationship to the test scores. His findings seems to suggest that economic advantage is by no means positively related to academic performance of pupils in schools. 
Ogunlade (1990) in a comparative study on family environment and educational of some pupils made up of 64 girls and 56 boys. Draw from the two primary school. He interviewed all he subjects individually to find out whether they came from literate homes or not, His  findings were, firstly from literate homes and better academic achievement and those from illiterate homes. 
Secondary there were sex differences in their achievement but it was more significant only among subjects from literate. He also found that boys from illiterate homes performed better than girls from such homes. According to him, the fact that boys did better in both groups could be explained in term of cultural factors. 
Shaw (1981) compared the educational level and values of parents of underachievers and those of the achievers and found out that not only do parents of under achievers have les education but their values tend to be either neutral or negative towards education parents of a diverse on the other hand value education greatly. They were found to show a greater lunch nation to encourage their children towards higher academic achievement. 
Okunrotifa (1985) in a study aimed at investigating he relationship between social class differences and pupils entry behavioru in geography randomly selected 150 young school beginners they have from four schools in urban and rural areas in the western region. The results showed that the children from high socio-economic class performed significantly better than the pupils from low socio-economic class. 
Curry (1982) also conducted a study in which he used 360 sex grade pupils to find out whether he socio-economic background of pupils influence their academic performance. The results of his study showed the pupils with low intellectual ability and who are in families or environment of low socio-economic of low socio-economic status may be poorly affected in their scholastic. 
Eke (1994) in a study made use of 2000 pupils, 1100 boys and 900 girls of class five and 75 teachers (45 female and 30 male) while finding out the pupils opinion about the causes of poor academic performance in primary schools. 
His findings showed that the home, school and the child are performance of pupils in examination. 
Onyemechikwe (1993) in her study on the cause of pupils poor academic performance in integrated sciences, mode use of 308 pupils 11 integrated sciences teachers. Among other factors she found that non-availability of founds and necessary facilities contribute to poor academic performance in intergrated science. 
Adelusi (1988) conducted her research on the influence of home and social environment on English achievement she randomly selected eight primary schools and made use of 213                             pupils, she found out that though, the home and the school environment are contributory factors to English achievement, the home however has greater influence. 
Lowe (1970) in her research made use of 13 years old primary modern school girls and found out the background of children birth had some influence on his social background and success in schools. 
Appraisal of Literature 
From the preceding review of related literature on the pupils home background and their academic performance. It is discovered that many pupils. Have been carried out by many scholars to establish different kinds of relationship between the two variables. 
From the theoretical background, many scholars believes that  home background of pupils can be determined by the socio-economic status of their parents. These scholars viewed the term socio-economic status as assuming the concept of social status strategically given by Ezewu (1996) would seem more acceptable. He sees the society as being divided into specific layers (not physical) into  which many and individuals are titted or categorized. Each of these layers called “stratum” and the process of categorization and the way in which members of each stratum related to one another is called social stratification. He further explained that the movement from one stratum to another is called “social mobility”. 
Also, these is no water-tight agreement among the authors quoted above as regards what determines home background Some authors like Ipaye (1985) and Oyetenu, 1996) argued that home can be classified in terms of occupation income and education. Even Onyetenu believed that education is the most popular tool for classifying people into different home background whereas it was argued that each of these indices of classifying people into different homes cannot be seen s the only variable in Nigerian setting. 
Moreover, the classification of homes background into low middle, and high groups has been seem not to be appropriate in Nigeria and other developing countries. The reasons for this inappropriateness are explained in the study of Ogunlade (1983). According to him classification of people into how, middle and high classes are commonly used in Europe and North America as variables of pupils socio-economic background. This classification has not been found to be appropriate in Nigeria because: 
(a)	No significant attempt has been made in the classification of occupation in the developing countries of Africa. 
(b)	The  family system (The idea of extended family) in the third world countries of Africa) has not made it easy to classify occupation on the basis of social class Ogunlade (1983) explain the basis of social class. Ogunlade (1983) explain that workers with fat salaries might have to satisfy his extended family members thereby making his income inadequate for his needs. The placement of such a worker in either of the social classes becomes a problem. 
In the final analysis some of the researchers have found out that many of the indices for measuring home background like parental social status, parental level of education and parental occupation influence pupils academic performance whereas, the findings of some researchers shared no relationship between academic performance of pupils and some of these indices. For instance while Ogunlade (1983) findings showed that academic performance is a affected by parental level of education, Oyeleye (1998) results showed that there is no relationships between parental social status: parental occupation and academic performances. Hence, there is no agreement among the finding of these research tome of study and place of study.                                            

CHAPTER THREE
RESEARCH METHODOLOGY
	This chapter describes the procedures and methods that were adopted in carrying out the study, the chapter was divided into eight
(1)	The Research Design
(2)	Population 
(3)	Sample and sampling procedure 
(4)	Research instrument
(5)	Validation of the instrument
(6)	Reliability of the instrument 
(7)	Administration of Questionnaires
(8)	Procedure of Data Analysis
THE RESEARCH DESIGN
	This research  is a description survey types,  because it seeks to obtain  the respond ends opinion concerning the influence of family background on  the educational ex pressed in MORO Local Government Area of Kwara State
	According to Oniye (1 995) deals with systematic description of an  event in very factual and accurate member in this case so the research’s intention collect information from representative sample upon which  influence are drawn about the opinions the targets population.

POPULATION
A targets population consists of the entire members group object and elements in which the research in interested.
	It can also be described as a set of all possible case of interest in given research activity. (Daramola, 1991) in this case, the  population made up  of  all nursery /  primary school  in MORO Local Government Area of Kwara State. The target population  consist of all teacher in  nursery/ primary school in MORO Local Government Area of Kwara State.
SAMPLE AND SAMPLING PROCEDURE
	This study used the sample random sampling technique – ten primary schools in MORO Local Government Area of Kwara State were randomly elected and used.
	Thirdly, pupils were randomly selected from each of the ten schools to make a total of three hundred pupils, and  they were mixed sex, between the age of seven and twelve years. The pupils both primary and nursery schools were used, upper class were used in  primary school, while all arms of classes  were have relatively mature opinion in view of their length say in the schools.
RESEARCH INSTRUMENT 
The instrument used for this study includes the following.

Pupils Home Background Questionnaire.
The  questionnaire included direct questions in which pupils were requested to  pick each of the items as they have affected them. The questionnaire consider of 17 item.  Some of the items sought personal information about this subjects such  as name, items called for response as regard types of residence,  parental assistance on pupils schools works and  educations incisive in the house parental level of educations and parental occupation Past Examination Results.
The examination result of the pupils both English language and mathematics were collected  and used in this study. This provided the needed information concerning the pupils academic performance. The level of performance was determined by this analysis Among the pupils that sat for the examination 40% of the pupils that scored 60 marks that score less than 40% were rated low.
VALIDATION OF THE INSTRUMENT
	The research instrument that is the questionnaire was subjected to face and content validity by the project supervisor. Some of the items were restructured or removed entirely for vagueness. The test retest reliability technique was also adopted.

RELIABILITY OF THE INSTRUMENT 
This refers to the consistency of the instrument Oniye (1995).  In this research the researcher carryout a pilot study by  selecting fifty members of the population and giving them copies of the questionnaire to fill. Fifteen days later the same people were given newly printed copies of the same instrument to fill. Later the two sets of respondents were selected and correlated using the person product formula.
ADMINISTRATION OF QUESTIONNAIRES
This questionnaire were personally administered to the pupils by the researcher to allow for freedom of response from the subject. The pupils were spaced out in order to prevent one influencing each other in the supply of the individual information . the research collected all the questionnaire back  immediately after the completion.

CHAPTER FOUR
DATA ANALYSIS
Data collected were analyzed under the following headings which were deduced from the hypothesis 
(1)	Parents socio- economic status and pupils performance
(2)	Parents level of education and pupils academic performance .
(3)	Parent income level and students academic performance.
HYPOTHESIS ONE 
Parents socio- economic status and pupils academic performance attempt was made by the researcher at ascertaining whether any correction or relationship existed between pupils academic performance and their parents socio-economic status. The critical look into the questionnaire and just a position of the two variables being correlated showed positive relationship.
	This was not unconnected with the fact that the researchers did not given room for Hawthorne influence during administration of questionnaires where by pupils could have influenced each other in filling the questionnaire. The responses were found to be authentic besides, information  about individual pupils as contained in their respective dossiers with  the researchers collected in connection with academic performance correspond with their responses on the questionnaires.
Table:	Data showing responses to the parents’ socio- economics status & pupil academic performance 
Question 	Responses / possible 		Pupils 	
	Answers 		No 	%	Scored about 40%	Scored less  than 40%	
Are your parent government workers or self employed	A 	Government workers 	100	33.3	59	41	
	B 	Self employed 	200	66.7	74	126	
	C 	None of the above 	-	-	-	-	
Is your mother a working class or full house wife 	A 	Full house wife 	50	16.7	21	29	
	B 	Working class 	230	76.6	184	46	
	C 	None of the above 	-	-	-	-	
Are your parents education?	A 	They are not 	110 	36.7	42	68	
	B 	They are farmers 	120	40	50	70	
	C 	They are educated 	70	23.3	56	14	
     
In the table shown above, 100 (3313%) pupils that their parents are government workers indicated that 59 of then scored above 40% while 41 pupils scored less than 40%.
Also 200 pupils (66.1%) indicated that their parents are self employed. 74 pupils (24.3%) out of this numbers scored  above 40% while 126 (42%) scored less  than 40% with respect to question 100 pupils  (36.7) said that their parent are not educated of this pupils only 42 scored above 40% on the average while 68%  (22.6%) scored less than 40% also 120 (40%) pupils have farmers as their parents. Of this only 50 (16.7) scored above 40 while 70 (23.3%) scored below 40%. In addition 70 (23.3) of the respondents showed that their parents are educated of this 56 pupils scored above 40% on the average while 14 scored below 40%.
In all the responses to the three (3) items illustrated that there is a positive correction between parents status and academic performance of the pupils.

Table parents level of education and pupils academic performance.
Question 	Responses / possible 		Pupils 	
	Answers 		No  of pupils	%	Scored about 40%	Scored less  than 40%	
What level of education expressed does your parents have?	A 	Teachers Grade 11 cert 	100	30.3%	72	28	
	B 	N C E 	60	20%	52	08	
	C 	First Degree 	100	33.3	31	69	

 As regards the relationship between the level of education of parents and the pupils academic performance. The following are the findings: 1po pupils  (30.3%) indicated that their parents are holders of teachers’ grade two certificate.  Of this numbers, 36 (72%) scored above 40% on the average while 14 (28% ) scored less than 40% 60 (20%) of the respondents showed that their parents are holders of national certificate  of education (NCE) of this 52 ( 17.3%) scored above on the average while only 8 (0.26%) scored less than  40%. 100 (33.3%)  pupils indicated that their parents are first S.SCE holders. Of this only 31 (10.3%) scored above 40% on the average while 69 (23%) scored less than 40%. 40 (12.7%) pupils showed that their parents holders of certi8ficate other than those mentioned above – out of this 24 (60%) scored more than 40% while 16 (40% ) scored less than 40%  on the average.
From this analysis it is cleared   that there is a positive relations hip between academic performance ands parents educational expressed. In other words, the higher the parents education the higher likely to be an academic performance of the pupils. 
Table parents income level and pupils academic performance.
Question 	Responses / possible 		Pupils 	
	Answers 		No  	%	Scored about 40%	Scored less  than 40%	
How would you classify the  income level of your parents 	A 	High income earner  	40	13.3%	20	10	
	B 	Middle income earner  	80	26.2	55	25	
	C 	Low income earner 	180	60	80	100	
 
With respect to the above 40% (13.3%) pupils indicated that their parents belong to the high income group. Of this numbers 30(75%) performance above average by scoring above 40% while only 10(25%) pupils scored less than 40%.
80 (26.7%) pupils showed that parents are in the meddle income group of this numbers 55 (918.3%) pupils scored more than 40% 180 (60%) pupils indicated that their parents belong  to the low income  group while 100 (33.3%) scored below 40%.
	This analysis illustrated that there is a positive correction between parents income level and pupils academic performance.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
	The researchers made the following deduction based on the analysis of the data collected it was gathered from the analysis that there is significant relationship between parents socio-economic states and pupils academic performance. This hypotheses one was negated by this result.
	This result however gives credence to the view expressed by griffhs (1990), that an enriched environment tends to maximize the potentials of the reaction range of intelligence and restricted environment tends to minimize those potentials
	This result was in contrast to the view of Bremnbeck (1992) who contended that the school achievement is positively associated with the socio-economic status of the pupils families. Nevertheless, this different might no be unconnected with the fact that most of the educated patents of nowadays are too pre-occupied with economic pursuits to assist their children education wise.
	Moreover, the third hypothesis stated that there will be no significant relationship between parents occupation and pupils academic performance. The analysis of data confirmed this hypothesis. But this result can contrary to Odebanmis (1993) finding which showed that there is significant relationship between pupils academic performance and parents occupation.
	The reason for this outcome as far as this study is concerned might be that assist their wards academically due to their professional commitments of callings 
CONCLUSION    
	The finding of this study are in consonance with the theory that the parents socio-economic status determine to a large extent their children academic performance. That is pupils from high socio-economic class.
	The pupils from high socio-economic homes are stimulated in various way. They are provided with modern facilities at home such as libraries, good and comfortable table and chair, television sets video and other facilities that can facilitates the acquisition of some cognitive skills. Apart from these such children attend the best schools in the community. This is contrast with the children from low socio-economic parent. Their parents take little or no interest in their school work. Pupils from such homes lack the funds and necessary facilities such as textbooks, table and chairs and they after read with kerosene lamps. Hence the performance in the examination may fail short of the required standard.
	In view of this, all those concerned with education in Nigeria should not relent in their effort to promote higher scholarship
RECOMMENDATIONS
	In a view of the finding of this study the following recommendation are hereby proffered:
1.	Parents should provide educative environment for their children where they will have access to media information like television, radio, newspaper and libraries
2.	besides, parents should provide gook accommodation, good feeding and necessary educational materials such as writing materials school uniform and school fees for their children.
3.	In recognition of the important of family in a child education, the school should work with the family for maximum educational achievement
4.	Parent-Teacher-Association should be fostered in all schools to promote constant communication between the two.
5.	The parents should also concern with the personality development of self awareness as well as other awareness, this will enable the child gradually comes to regard himself as one individual and have relationship with other individual.
6.	It is also important that the traditional Nigeria society involved preparation for a vocation, most children took after their parents vocational expressed, however the parents should put their children through their vocations, such as establishment of schools.
	Lastly, it is strongly recommended that school should provide facilities which will neutralize differences resulting from social status.
SUGGESTIONS FOR FURTHER RESEARCH
	Further research work should find out the extent to which other variables of  the home background such as family size and living space, emotional factors of the home and pattern of child rearing and technique of child discipline influence the academic performance of pupils. There are other factors the Influence of which is important for the child academic performance. It is also suggested that rather than reatrict his kind of study to primary school level. Further studies can be extended to tertiary institutions. In addition more rigorous analytical methods are suggested since this will improve upon the empirical result and presents a more scientific analysis.

REFERENCES
Adelusi, A.O (1983) Home and social Environment achievement An M.ED. bissertation Ibadan; University of Ibadan.

Akinde. M.O (1987) social problems Ibadan. University press.

Banks, O. and Fikayson, D. (1973). Success and failure in secondary school. London; Mathew & Co. LTD 

Bloon, m (1958). Factors in school Achievement and social class jourmal of educational psychology 64-(4)

French, Z (1997). Inroducing sociology. London pentagon Books  LTD.

Griffths, R.T (1996). Environment and the school Baston Allyn and Bacon Inc Guarkion Newspaper, Aufusts, 1984

Ipaye, J.B (1993). Relationshop between Socio Economic Status, incentive motivation and academic performance. A Ph.D Dissertation University of Ibadan

Low, H (1960). The relationship between success in school work and socio-economic Background Educational Review 2 (3)

Ogunlade, A (1973). Mastering sociology. Macmill an CAtion LTD.

Oyoleye, F.T (1989). Effect of socio-economic status on the academic Achievement of some primary school pupil. M.ED. There university of Ibadan.

Palvako & Bishop, M (1988). School and environment factors in Jamaica in sociology of Education London; O.U.P

Werts, M. & wathey, C.G. (1990). Sociology

Tayo Mc Grew international Book Co.

Wolf J.L (1979). Utility of socio-economic stems as a control in Racial comparison of 10 in journal of educational psychology Va 70 Na 4 Yoloye A.E (1972)  psychological Guidance of the school children London : Evans.

APPENDIX
QUESTIONNAIRE
This questionnaire is to find out the influence of family background on the girl child education as expressed in MORO Local Government Area of Kwara State. 
Section A (personal data) 
Instruction: Tick  the correct answer as appropriate. 
Sex: 		Male (	) 	Female 	(	) 
Age: 		3 -6years (	  )	7-9 years  (	) 10-13years 
Class:	Nursery 1 (	) Nursery 2 (	) Primary 1 (     )
Primary 2 (	) Primary 3(	) Primary 4 (	) 
Primary 5 (	)       
School Area: 	Urban 	(	) Rural 	(	) 
Town:	Religion, Christianity (	) Islam	(	) other specify 
SECTION B 
S/N	ITEMS 	YES	NO	
1.	Are your parents a government workers or self employed			
2.	Is your mother a working class of full house wife.			
3.	Do  you  have electricity in the house you live			
4.	Do you have any of the prescribed textbooks in the school			
5.	Did you have necessary items for schools			
6.	Did your parents give you food to eat in school 			
7.	Did your parent have passion for education